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How facilitated multi-source feedback constructs new conversations about teaching: a positioning theory study

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Multi-source feedback is a ‘rare bird’ in higher education and yet recent research suggests multi-modal approaches to enhance university teachers’ academic development. This article reports a qualitative interview study using a social constructionist approach to explore the storylines and positions of university students and teachers when they participate in a formal ‘frontstage’ feedback process during facilitated multi-source feedback (the FMSF-model) as part of an academic development program. Our study showed that the FMSF-model disturbs hierarchical orders of rights and duties in feedback processes and constructs new positions related to providing feedback on university teachers’ professional work.

TidsskriftInternational Journal for Academic Development
StatusUdgivet - 21 dec. 2021

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